Sentences with phrase «build leadership capacity with»

As national leadership development strategist for NYCLA, Gutierrez works to build leadership capacity with current and aspiring principal supervisors in 12 states across the U.S.. Also a national leadership development strategist, Polo - McKenna splits her time between coaching school leaders and leadership teams nationally and working on the federal i3 grant - funded Teaming Model project, which pairs aspiring principals and assistant principals and places them as teams in struggling New York schools.

Not exact matches

The good news is that we all can turn our past failures and shortcomings into opportunities to grow our character, develop trust with others, and build leadership capacity to influence people to do great things.

With the purpose to build and support a farmer - led national organic farmer movement and national policy platform by: developing and advocating policies that benefit organic farmers ¹; strengthening and supporting the capacity of organic farmers and farm organizations; and supporting collaboration and leadership among state, regional and national organic farmer organizations.

USAID partners with the Government of Ghana to achieve these goals, build leadership, improve governance, and build capacity in the health sector.

The Department for Education will target its programmes to ensure children get the best start in the early years, to build teaching and leadership capacity in schools, to increase access to university, to strengthen technical pathways for young people, and work with employers to improve young people's access to the right advice and experiences.

Some of the strategies the report suggests include conducting a survey of the school climate, cultivating student leadership to address troubling aspects of the school's climate, building student's capacity for empathy and self - regulation and their commitment to the common good, and ensuring that all students have a positive relationship with an adult mentor.

Near - peer relationships are an important kind of leadership for both students and adults: with students, it can take the form of near - peer mentoring for college and career aspirations, while for adults it can take the form of training - the - trainer models to build internal capacity and competence and overcome the stigma of professional development.

They participate in daily grade - level team meetings and work with parents and families to build their personal leadership capacity.

It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.

• $ 267,000 per year for two Pueblo leadership coaches to work with three principals apiece to «provide a sounding board for ideas» and «build their capacity as instructional leaders.»

During NLC, principals talked with their members of Congress about pressing states and districts to focus on building capacity in systems to better recruit, prepare, and support principals in the profession, and taking advantage of how they can now support instructional leadership — an area that was overlooked in the last version of the law, the No Child Left Behind Act.

Lovelyn, a California Teacher of the Year, recognized the need to support schools in meeting this higher bar and has worked with E4E colleagues and district leadership to invest in capacity - building, parent engagement and professional development for schools in South Los Angeles.

We dispersed staff members with leadership skills throughout the school and built capacity within the building.

The webinar focuses on the Center's goals for the next two years; how CEELO will be supporting state early childhood goals in upcoming month; highlights signature projects building leadership and organizational capacity, birth to third grade data and policy, and financing and sustaining high - quality early learning programs; and, hallmarks state leaders from AZ, IL, KY, and NE discussing with their work with CEELO.

As a former high school and middle school principal, she implemented several service learning and community anti-bullying and harassment programs, and worked with large urban districts on building internal leadership capacity and minority leader recruitment.

The CEI team works with new principals in all aspects of the school community with a focus on instruction, improved opportunities, and outcomes for students and their families, and building capacity for school leadership.

Whether you work in a school, district, university, educational institution, or other learning organization, you'll learn how to infuse leadership, collaboration, communication, and capacity building with a deep understanding of individuals» experiences and capacities — and how they influence our day - to - day work.

Professional development instituted as part of the study engaged arts specialists from 59 schools as community and curriculum builders in collaboration with non-arts teachers, all the while building their own leadership capacities.

Ms. Wells is a co-founder and Partner with Bellwether Education Partners, a professional services firm focused on building leadership and management capacity in the field of K - 12 education reform.

Building Leadership Capacity with Professional Development As principal of Killingly Intermediate School, in Dayville, CT, Sheryl Kempain, finalist for the 2009 MetLife / NASSP National Principal of the Year award, provides a plethora of professional development opportunities for her staff to build their leadership cCapacity with Professional Development As principal of Killingly Intermediate School, in Dayville, CT, Sheryl Kempain, finalist for the 2009 MetLife / NASSP National Principal of the Year award, provides a plethora of professional development opportunities for her staff to build their leadership capacitycapacity.

Support individual and organizational growth with a differentiated approach to leadership and capacity building, and

How can districts foster strong teacher leadership where teachers are prepared and empowered to lead collaborative learning opportunities with peers, while helping to build a school or district's instructional leadership capacity?

Recipient of the Massachusetts Administrators for Special Education's Recognition Award for «exemplary and sustained leadership in building capacity for new and innovative approaches for statewide special education funding and transportation and collaborative activities with ASE,» 2006.

To that end, NCEO works in collaboration with the National Association of State Directors of Special Education (NASDSE) and the Council of Chief State School Officers (CCSSO), and in partnership with other organizations to build the leadership capacity and expertise of others to improve educational outcomes for all children.We hope that you take the time to read the stories featured on this site, understanding that these districts have not «arrived» at the solution.

Together, this learning community will engage in ongoing classroom - based inquiry with structured support to build their leadership capacity and improve their student outcomes.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Leaders in these schools begin by asking themselves questions that deal with three areas: (1) building the necessary leadership capacity; (2) focusing the staff's everyday core work on student, professional, and system learning; and (3) creating and fostering a safe, healthy, and supportive learning environment for all.

On the basis of more than 20 years of experience working with school leadership issues as well as a recent study of 15 schools, the author concludes that building high leadership capacity is a gradual process.

The Academy will introduce concepts of leadership development tailored to state early education administrators designed to build SEA leadership and management capacity to advance state agency visions for early childhood education and partner with state leaders and organizations to build a more unified, equitable, and efficient state birth through third grade early childhood system.

The six principles are (1) a common vision and goals throughout the district; (2) a comprehensive system for intervention and prevention with students; (3) collaborative teaming for teaching and learning; (4) data - driven decision making for continuous improvement; (5) engaging family and community members; and (6) building a sustainable leadership capacity.

The University of Virginia Partnership for Leaders in Education (UVA / PLE) works with school systems to establish the conditions for change and to build transformative leadership capacity to achieve improved systems and schools for students.

We partnered with Minneapolis Public Schools to design and launch an aspiring principals program to develop leaders to transform low - performing schools; worked with the district to train leadership coaches and to build capacity to lead and model effective professional development for principals; and provided executive coaching for associate superintendents while building their capacity to coach.

Today as Superintendent I'm able to coach the principals I work with to build capacity in their schools through the use of distributed leadership.

Developing Instructional Leaders In Part 1 of «Building Capacity in Assistant Principals» we looked at why it is important to work with your current assistant principals to develop their instructional leadership skills.

We believe that seven leadership standards undergird the most essential elements of principal supervision - with building instructional leadership capacity at the core - and we will customize services and learning experiences to meet your needs.

In some districts, assistant principal development is planned by senior leadership, with very specific steps for identification and capacity building of future principals, with an eye on hiring from within the organization.

The purpose of the chapter is to empower Michigan's education technology decision makers with the goal of building leadership capacity through CoSN resources and certification (CETL) to support personalized learning for all stakeholders.

The national office of CoSN works closely with state chapters to develop and deliver professional development, build capacity among members, provide leadership and policy recommendations, advocate on behalf of technology officers, and much more.

With its waiver request, CORE seeks a new system of accountability based on four goals: (1) expectations of college and career readiness for all students, (2) an emphasis on capacity - building over accountability, (3) fostering of intrinsic motivation for change, and (4) targeted capacity - building for instructional and leadership effectiveness.

The meeting is collaboratively planned with national technical assistance partners to build capacity of state agency leaders and early childhood specialists to provide informed leadership about research - based practices that directly impact the development and learning of children, birth through grade three.

As we work to build the leadership capacity of our members and their impact, we operate with a sense of urgency and an emphasis on action and learning.

Carr's work with the Common Core State Standards (CCSS) includes working with BOCES organizations and with school and district leaders to build capacity for successful implementation; creating protocols, tools, and templates for district - wide design of scope and sequence documents and units of study tied directly to the CCSS; facilitating summer Leadership Institutes for school teams to plan strategic actions to bring the CCSS and data - driven instruction to routine use in all classrooms; and conducting professional development through interactive keynotes, workshops for teacher leaders, leadership seminars, and individual coaching with school and district administrators.

Speaking at the annual UTLA leadership conference, Caputo - Pearl said «With our contract expiring in June 2017, the likely attack on our health benefits in the fall of 2017, the race for Governor heating up in 2018, and the unequivocal need for state legislation that addresses inadequate funding and increased regulation of charters, with all of these things, the next year - and - a-half must be founded upon building our capacity to strike, and our capacity to create a state crisis, in early 2With our contract expiring in June 2017, the likely attack on our health benefits in the fall of 2017, the race for Governor heating up in 2018, and the unequivocal need for state legislation that addresses inadequate funding and increased regulation of charters, with all of these things, the next year - and - a-half must be founded upon building our capacity to strike, and our capacity to create a state crisis, in early 2with all of these things, the next year - and - a-half must be founded upon building our capacity to strike, and our capacity to create a state crisis, in early 2018.

During the 2017 - 2018 academic year, school leaders will be working individually with their 5Essentials Leadership Coach on building leadership capacity and developing an improvement plan around the 5Essentials Framework.

She has served in a leadership and consulting capacity with numerous organizations such as: Center for Supportive Schools, GradNation Conference, Leading With Love, Circle of Community Leadership, Building Bridges, School Turnaround Leadership Network, Juggling Life (board member), Mercer County Gang Task Force, GGrant 94 ft. Academic Sports Academy, Roots Heritage Urban Food Hub, Jackie Robinson Park of Fame, and YOU - Turn Productiwith numerous organizations such as: Center for Supportive Schools, GradNation Conference, Leading With Love, Circle of Community Leadership, Building Bridges, School Turnaround Leadership Network, Juggling Life (board member), Mercer County Gang Task Force, GGrant 94 ft. Academic Sports Academy, Roots Heritage Urban Food Hub, Jackie Robinson Park of Fame, and YOU - Turn ProductiWith Love, Circle of Community Leadership, Building Bridges, School Turnaround Leadership Network, Juggling Life (board member), Mercer County Gang Task Force, GGrant 94 ft. Academic Sports Academy, Roots Heritage Urban Food Hub, Jackie Robinson Park of Fame, and YOU - Turn Productions.

Wallace awarded grants to the Southern Regional Education Board and the Education Development Center (EDC) to help LEAD districts build greater capacity to define and realize specific leadership goals; evaluate progress; create new resources and tools to improve professional practice of principals, superintendents and others in leadership positions; and help form a national network enabling LEAD districts to share knowledge more effectively with each other and with many others.

Our goal is to work together with our clients to fully implement leadership development programs that are sustainable for years to come because they build the capacity of the leaders and districts we support.

Prior to joining SPN in 2016, Todd served in senior leadership positions at Houghton Mifflin Harcourt and Scholastic with a focus on creating national impact in schools and districts through impactful strategic school improvement consulting, focused professional learning and building leadership capacity.

The PfP programme offers a variety of benefits for the School Principals, learners, teachers, and the school community: • Improves leadership skills of School Principals • Strengthens communities by building relationships with teachers, learners, parents, Principals and other people and organisations involved at the school • Increases self - esteem of Principals as they re-discover their gifts and capacity to lead the school community • Engages parents as active partners in education so that children are more supported and have a better chance to do well at school • Generates a strong sense of community and connection to the school, which leads to improved safety and improved opportunity for the children of the community.

IPN will serve as a resource for principals in schools with comprehensive and targeted status in an effort to support and build their capacity in specific aspects of leadership.